Nathan Report

Nathan M. Montes 2009 A.B English Prof. Ariel San Jose Eng 22/ 5:30-6:30pm

June 30,

Principles of Specially Designed Academic Instructions in English (SDAIE) What is SDAIE?

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Specially designed academic instruction in English (SDAIE) is a teaching approach intended for teaching various academic content (such as social studies, science or literature) using the English language to students who are still learning English. SDAIE requires the student possess intermediate fluency in English as well as mastery of their native language. The instruction is carefully prepared so the student can access the English language content supported by material in their primary language and carefully planned instruction that strives for comprehensible input. SDAIE is a method of teaching students in English in such a manner that they gain skills in both the subject material and in using English.

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SDAIE is not an English-only submersion program where the student is dependent solely on English, nor is it a watered down curriculum. SDAIE is an approach that seeks to teach both content and language in a cognitively demanding environment. As such, it is an important aspect of some structured English immersion programs. Lessons thus include both content goals and language goals for the students.

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Preparing good lessons in SDAIE require awareness that the student is not a native English speaker and avoidance of those aspects of English that might make it difficult for a person learning English as a second language. This includes avoiding idiomatic English, which may seem natural to a native speaker but would confuse non-native speakers.

Principles of SDAIE • • • •

To learn Grade Appropriate content. To master English vocabulary and grammar. To learn “academic” English. To develop strategies for learning how to learn.(Diaz-Rico, Weed 103)

Components of successful SDAIE instruction are: Teacher attitude, Content, Connections, Comprehensibility, and Interaction.

Content involves the careful planning of content, language, and learning –strategy objectives and selecting and modifying materials and texts. A language objective takes into account not only vocabulary but also the language functions and discourse of the discipline. Are all four language modes included in the planning (listening, speaking, reading, writing)? What are the structures and discourse of the discipline and are these included in the language objectives? Learning strategies help students learn how to learn. Learning-strategy objectives are divided into three areas: Planning, monitoring, and evaluating. • • •

Planning helps organize students to learn. Monitoring helps students to think while working. Evaluating is when students asses their own performance.